Geographical Association

Assessing the Potential of Interviewees for Teaching Geography

www.geography.org.uk/download/GA_PRGTIPGTE07Moss.ppt

Debbie provided information about the procedures used at Keele University for selecting PGCE students. The procedures included a written task, a presentation, an interview and micro-teaching in a local school.

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Keeping Butler on the Beach: Embedding Tourism in Modernity PowerPoint

www.geography.org.uk/download/GA_PRGTIPGTE07Rawding.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Charles discussed the blurring of distinctions between tourism and leisure activities. He illustrated his presentation with case studies of literary and television tourism.

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Photo evidence and what it can tell us

www.geography.org.uk/download/GA_CPDPSLEvaluatingActivity2.pdf

This activity is from the online CPD course on Primary Subject Leadership. This could be a CPD activity for staff. Show them an example that you have put together and then ask them to exemplify the geographical achievement of their own pupils. They might work in pairs to complete this activity. Involving colleagues in this way will give them a direct stake in the outcome of the PGQM award.

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Transition from School to HE

www.geography.org.uk/download/GA_PRGTEConf08Dourneen.ppt

Jean shared her own experience of transition from teaching in secondary school to working in Higher Education with beginning teachers. She provided a useful theoretical overview to help analyse key aspects of transition, supported by examples of beginning teachers' work in the classroom.

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'Farming on the edge' in arid western South Africa: climate change and agriculture in marginal environments

www.geography.org.uk/journals/journals.asp?articleID=461

Using participatory research methods as well as biophysical monitoring of rooibos tea (Aspalathus linearis), results presented in this article show current and projected impacts of climate variability and climate change, as well as current adaptive strategies and gaps, or constraints, in farmers’ ability to adapt. Published in Geography Summer 2008.

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A Personal Rationale for the Inclusion of Geography in the School Curriculum

www.geography.org.uk/journals/journals.asp?articleID=75

A curriculum is a socio-political construct and therefore teachers of geography should be able to justify the inclusion of their subject in the curriculum. In this context, is geography relevant? The relevance of geography is addressed in this article by considering what a student gains from a geographical education. This highlights the fact that the goal of a ‘good’ geographical education should be no different from that of a ‘good’ education, i.e. the development of a questioning, enquiring mind and a passion for diversity in experience and culture. In the context of the debate over ‘facts’ or ‘values’ the author believes that the strength of geography lies not in great theories or scientific laws, but in its broadness of content. Geography is in a strong position to unite classical and romantic views and should embrace the broadness of its subject matter, and be proud of its abilities to discuss facts and values.

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A Questionnaire Survey: Teaching about Sustainable Development in School Geography

www.geography.org.uk/download/GA_GeogEdVol3I1A2.pdf

The questionnaire survey outlined here was carried out in 2006 as part of a larger study that explored the ways that geography teachers' responded to teaching ESD. This article was originally published in GeogEd.

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A sustainable future: four challenges for geographers

www.geography.org.uk/journals/journals.asp?articleID=779

Geography has great potential to educate young people to help create a ‘better world’ for the future. This article asks geographers to consider how their teaching covers the nature of human well-being, the impact of climate change, the dilemma of peak oil and the transition that needs to occur as a result of these.

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Action Plan for Geography – An Update

www.geography.org.uk/download/GA_PRGTEConf08LyonReckless2.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Nicky and John gave an update on the three interlinked programmes of the APG: Communication, Support and Development.

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All Change! KS2 & 3 in Wales

www.geography.org.uk/download/GA_Conf09L6PPT.ppt

This presentation formed part of Lecture 6 at the 2009 GA Annual Conference.

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Aspects of place

www.geography.org.uk/journals/journals.asp?articleID=741

School geography is full of opportunities to study places and the differences between them, but there remains little scope for sustained reflection on what place is as a concept. This article explores some of the theoretical approaches which have been taken towards the study of place in geography, from the spatial sciences of the 1960s and 1970s, through humanistic and social constuctivist approaches, to recent ideas about a global sense of place.

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Assessment for Learning: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPPWeedenActivities.doc

In these activities, pgce students will reflect on the purposes of formative assessment, its relationship with other forms of assessment and ways in which geography teachers might promote formative assessment in their classrooms.

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Becoming a Master of Geography Education: assessment and purpose on the PGCE

www.geography.org.uk/download/GA_GTE09BrooksIntro.ppt

Part of Clare Brooks' session at the GTE Conference 2009 entitled 'Is a PGCE assessed at Masters level developing "better" geography teachers?'.

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Big Concepts in Geography: PGCE Activity

www.geography.org.uk/download/GA_PRGTIPTaylorActivity1.doc

This activity provides an opportunity for participants to focus on what they think are the key ideas within geography and how they think different ideas relate to each other.

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Blurring boundaries: creating critical balances between pedagogic and content knowledge in ITE

www.geography.org.uk/download/GA_GTE09Whewell.pdf

This paper was given at the 2009 GTE Conference during Claire and Allen's session 'Blurring boundaries: creating critical balances between pedagogic and content knowledge in ITE'.

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Blurring boundaries: creating critical balances between pedagogic and content knowledge in ITE

www.geography.org.uk/download/GA_GTE09Whewell.ppt

This presentation was given at the 2009 GTE Conference during Claire and Allen's session 'Blurring boundaries: creating critical balances between pedagogic and content knowledge in ITE'.

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Care, Well-being, Sustainability and Geography: What is this really about?

www.geography.org.uk/download/GA_PRGTEConf08Catling.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Simon explored the concept of 'care' set in the context of the sustainability agenda, ECM, and Sustainable Schools. He argued that The ECM, Sustainable Schools and Children's Plan agendas provide a rationale for geography as an essential curriculum - indeed, whole school - subject.

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Cautious (r)evolution? Curriculum change at Key Stage Three

www.geography.org.uk/download/GA_GTE09Chubb.ppt

Part of Steven Chubb's session at the GTE Conference 2009 entitled 'Cautious Revolution? Redesigning the KS3 Geography Curriculum'.

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Challenging Assumptions: Geography as journey and homecoming

www.geography.org.uk/journals/journals.asp?articleID=810

This article considers how learning in general, and learning geography in particular, is both about a journey and a homecoming. The journey begins with wonder and curiosity about the everyday world that surrounds us, continues as we engage and converse with the subject matter of geography and ends in a homecoming in which the world seems revitalised, and more intricate, than before. The article concludes with reflections on the continuing importance of undertaking this journey in a changing world.

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Challenging Assumptions: What is a 'human-centred geography'? Stretching the geographical imagination in pursuit of holism

www.geography.org.uk/journals/journals.asp?articleID=864

The task of teaching any geographical topic to any age group involves the challenge of how to engage the mind in order to deepen understanding of the world around us and our relationship to it. Beyond the mass of secondary information as well as the theoretical frameworks and guidance (both pedagogical and geographical) that help to inform lesson content, is the issue of the discursive encounter between teachers and students. Arguably, it is this living interaction, where embodied minds meet, that is vital for the construction, development and nature of the geographical imagination. This is because it is, I believe, through narrative and imagination that geography achieves its deepest connection with the human pysche and becomes truly enlivened. Moreover, it is in this essentially metaphysical realm, where the geography narrative metamorphoses into inwardly mobile mental images, that geography achieves its real human meaning. Through talk that inspires imagination, or what could be termed 'imaginative discourse', geography can potentially engage with deep-seated, existential and spiritual questions concerning humanity's relationship to the Earth. To my mind, this is the foundation of geographical understanding - transcending the complex, shifting climates of ideological and political control over the subject's content and methods. Here, three aspects of this neglected discourse of holistic geography will be briefly considered: imagination, narrative that builds images and, from a non-dualistic viewpoint, geographical implications of an Earth deeply connected to the human. Combining these elements of learning, I suggest, helps to re-centre the human in geography by recognising our connection to the world around us.

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Changing rooms: geography through art

www.geography.org.uk/journals/journals.asp?articleID=1000

This article describes a cross-curricular project involving PGCE students teaching geography through art. It suggests that geography through art can stimulate student's geographical imaginations.

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Children’s voices, school partnerships and geography

www.geography.org.uk/download/GA_GTE09Martin.ppt

Part of Fran Martin's session at the GTE Conference 2009 entitled 'Children's voices and school partnerships'.

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Chop One Red Onion Finely... Teachers as Curriculum-Makers

www.geography.org.uk/download/GA_RENQTChopOneRedOnionFinely.pdf

An article for NQTs on curriculum-making.

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Climate change and the summer 2007 floods in the UK

www.geography.org.uk/journals/journals.asp?articleID=460

This article from Geography Summer 2008 looks at the recent history of flooding in Britain and asks if the summer of 2007 was really out of the ordinary. One thing stands out in relation to 2007: the way in which, in many different areas of life, that summer has become linked to the belief that out climate is changing.

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Context and Power: The Subject Conceptions and Practice of Pre-service Geography Teachers in Singapore

www.geography.org.uk/download/GA_PRGTEConf08Seow.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Tricia shared her early research which explores the extent to which pre-service teachers' embodiment, and societal regulation of their bodies, affects their conceptions of Geography and their practice.

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Curriculum development in 'new times'

www.geography.org.uk/journals/journals.asp?articleID=422

This article is intended to stimulate discussion about the type of geography curriculum appropriate to young people growing up in Britain in the twenty-first century. It starts from the position that there is a gap between the type of geography taught in schools and that taught in universities. This gap is a spur to reflection as to what should be taught in schools. The article provides an historical analysis of curriculum change in geography, and seeks to place these changes in their wider economic and social contexts.

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Curriculum Making – Issues for Using Teacher Created Resources Effectively

www.geography.org.uk/download/GA_PRGTEConf08LyonReckless.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. John and Nicky brought delegates right up to date with the outcomes of the popular Action Plan 'curriculum-making' courses. A wealth of teacher-created resources have been produced and key issues were discussed in relation to teachers' CPD and future dissemination of materials.

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Dartmoor is brilliant!

www.geography.org.uk/journals/journals.asp?articleID=639

How small-scale fieldwork in Dartmoor grew into an effective whole-school approach to learning.

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Debates in Geography Education

www.geography.org.uk/shop/shop_detail.asp?ID=725

Debates in Geography Education encourages student and practising teachers to engage with and reflect on key issues, concepts and debates in their specialist subject teaching. It aims to enable geography teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

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Developing Pupils’ Writing through Geography: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPButtActivities.doc

Activities for this Think Piece, in which Graham Butt, Senior Lecturer in Geography Education and Director of Academic Planning at the School of Education, University of Birmingham, explores ways in which developing children's writing skills can help to promote their geographical knowledge and understanding.

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Disordering the coalition government's 'new' approach to curriculum design and knowledge: the matter of the discipline

www.geography.org.uk/journals/journals.asp?articleID=950

In recent times knowledge has come in for a hard time as a form of scholarship, as an educational aim and as a matter of public enterprise. As a result, knowledge has been downplayed in education (schools and universities) and society. This article considers how engagement with disciplinarity might be a productive process of re-engaging geography education with the idea of knowledge and its role in education within the current National Curriculum Review in England., where it seems knowledge is to be reinstated as the core principle of the school curriculum. Even a cursory examination of the debate about geography as a subject in the National Curriculum would suggest the need for greater awareness about knowledge. Disciplinarity is approached by drawing attention to an increasingly influential school of thought, social realism, as well as the notion of a new disciplinarity in higher education, both of which see disciplinary knowledge as a social phenomenon. To understand education we need to understand knowledge. This is not to emphasise that knowledge is the only consideration, but rather to begin to reclaim this crucial but often absent dimension of education. Doing so, it is argued, will offer geography education a more productive discussion of a knowledge or subject-based school curriculum and its purpose, content and means of justification.

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Does Masters level work give teachers the capacity to be better?

www.geography.org.uk/download/GA_GTE09Brooks.ppt

Part of Clare Brooks' session at the GTE Conference 2009 entitled 'Is a PGCE assessed at Masters level developing "better" geography teachers?'.

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Does Place Matter?

www.geography.org.uk/download/GA_PRGTIPGTE07BerminghamLyon.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Sue and John discussed how PGCE students could improve their knowledge and understanding of the localities in which their placement schools were situated, and how they might use this information to promote pupils' interest in their local areas.

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E-Learning

www.geography.org.uk/download/GA_PRGTEConf08Mitchell.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. David presented an argument for e-learning, in particular GIS and its contribution to developing students' spatial thinking and other learning in geography.

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E-Learning: Suggested PGCE sessions

www.geography.org.uk/download/GA_PRGTIPMitchellPGCESessions.doc

This download offers advice on modeling learning on the PGCE course and suggestions for two PGCE sessions. Session 1 is focused on developing a critical approach to evaluating e-learning. Session 2 is focused on techniques and resources for e-learning.

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Editorial

www.geography.org.uk/journals/journals.asp?articleID=625

Geography as education

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Editorial: Looking at sustainability

www.geography.org.uk/journals/journals.asp?articleID=777

This edition of TG focuses on sustainability. We have been starkly reminded of nature’s power during the last 12 months; the articles in this edition look at the relationship between nature, society and geography education.

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Education for Geographical Understanding

www.geography.org.uk/download/GA_GTE2010Lambert.ppt

This presentation was given at the 2010 GTE Conference.

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Education for Sustainable Development: An Empirical Study of the Tensions and Challenges Faced by Geography Student Teachers

www.geography.org.uk/download/GA_PRGTIPIRGEECorney.pdf

This paper was originally published in International Research in Geographical and Environmental Education. This is a qualitative study of the challenges identified by geography student teachers in their learning to teach about education for sustainable development in English secondary schools.

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End of year review questionnaire

www.geography.org.uk/download/GA_EYPSubjectLeadersYearReview.doc

A questionnaire designed to help the primary geography co-ordinator make improvements to the subject work for the following year.

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Engaging Geography and A Different View

www.geography.org.uk/download/GA_GTE09Lambert.ppt

Part of David Lambert's session at the GTE Conference 2009 entitled 'Engaging Geography and A Different View'.

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Ethnogeography: A Future for Primary Geography and Primary Geography Research?

www.geography.org.uk/download/GA_PRGTIPIRGEEMartin.pdf

This paper was originally published in International Research in Geographical and Environmental Education. Placed in the context of some doctoral research that draws on beginning teachers voices this paper proposes a new way of conceptualising primary geography – ethnogeography – that might set an agenda for the future development and direction of primary geography research.

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Evaluating Learning with GIS

www.geography.org.uk/download/GA_PRGTIPMitchellEvaluatingLearningGIS.doc

The challenge with evaluating ICT use (or e-learning) is to be aware that ICT use can get in the way of learning and to look closely at how ICT use supports geographical learning, disentangling this from generic or cross curricular impacts. A strategy to do this is to use a table and checklist, such as this one, to encourage critical evaluation of GIS.

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Evalutaing Local Agenda 21

www.geography.org.uk/journals/journals.asp?articleID=780

Agenda 21 was created with the aim of tackling environmental, social and economic problems around the world; as most of its recommendations were designed to be implemented at a local scale it is often known as Local Agenda 21. The requirement to understand local approaches to sustainable development is common to many GCSE specifications; this article describes a lesson exploring Local Agenda 21 designed for year 10 students in Bottisham, Cambridgeshire.

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Extract from Learning through Enquiry (p.171)

www.geography.org.uk/download/Learning_through_Enquiry_extract_p.171.pdf

An extract from Margaret Roberts' book Learning through Enquiry (2003)

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Extract from Learning through Enquiry (p.86)

www.geography.org.uk/download/

Extract from Margaret Roberts' book Learning through Enquiry

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Extract from Learning through Enquiry (p.86)

www.geography.org.uk/download/Learning_through_Enquiry_extract_ p 86.pdf

An extract from Margaret Roberts' book Learning through Enquiry (2003)

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Extract from Learning through Enquiry (p.91)

www.geography.org.uk/download/Learning_through_Enquiry_extract-p.91.pdf

An extract from Margaret Robert's book Learning through Enquiry (2003)

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Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding

www.geography.org.uk/download/GA_GeogEdVol3I1A1.pdf

Moving away from positivist approaches to fieldwork, it is argued that an open-ended experiential approach can have a powerful effect on the development of geographical understanding. An A2 fieldtrip to Morocco is followed. Students' geographical understanding is analysed through their journals, essays and statistical exam data. This article was originally published in GeogEd

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Find a GA Consultant

www.geography.org.uk/download/GA_CPDFindAConultantByRegion.pdf

List of consultants and advisers registered with the GA, along with the workshop and lecture topics that they can provide, and listed by region.

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Forest School Diary Part 2

www.geography.org.uk/journals/journals.asp?articleID=700

Helen Martin embarks on the second stage of her Forest School training, having already completed a week of training in Seven Sisters Country Park in March 2009. This led to the organisation and start of six amazing sessions with her year 3 children last summer. What next?

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Forest School Diary: Part 1

www.geography.org.uk/journals/journals.asp?articleID=648

In the first of a series of diary articles, Helen Martin describes her training as a Forest School Leader.

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Framework for the inspection of initial teacher training for the award of qualified teacher status 2005–11

www.geography.org.uk/download/GA_PRGTIPOfstedFramework.pdf

Framework for the inspection of initial teacher training for the award of qualified teacher status 2005–11

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Futures talk over story-time

www.geography.org.uk/journals/journals.asp?articleID=970

Anne explains how her work with third year BEd students was aimed at encouraging them to reflect upon the futures work they undertake with primary pupils

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G & T

www.geography.org.uk/download/GA_GTE09Pickering.ppt

Part of Stephen Pickering's session at the GTE Conference 2009 entitled 'Working with gifted and talented children: a case study'.

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Geographical Enquiry

www.geography.org.uk/download/GA_SECHDBKChapter9.pdf

Chapter 9 from the Secondary Geography handbook. What is distinctive about geographical enquiry? Why is geographical enquiry important? What are its essential aspects? In this chapter, Margaret Roberts takes a closer look at geographical enquiry and then provides two examples of enquiry based learning in action. First, she looks at a series of lessons on recycling for Year 8 and then a second series on Urban Redevelopment for Year 10. Only GA members can download this chapter.

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Geographical Enquiry: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPDavidsonPGCEActivities.doc

These activities accompany a Think Piece about geographical enquiry. Discusses issues related to the development of enquiry in the geography curriculum.

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Geographical Enquiry: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPDavidsonPGCEActivities.pdf

The activities accompany a Think Piece about geographical enquiry. Discusses issues related to the development of enquiry in the geography curriculum.

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Geographical Enquiry: Why enquiry?

www.geography.org.uk/download/GA_PRGTIPDavidsonPowerPoint.ppt

This PowerPoint accompanies a Think Piece about geographical enquiry. Discusses issues related to the development of enquiry in the geography curriculum

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Geographies of Student Choice

www.geography.org.uk/download/GA_GTE2010Weeden.ppt

This presentation was given at the 2010 GTE Conference.

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Geography and Happiness: Suggested PGCE Activities

www.geography.org.uk/download/GA_PRGTIPScoffhamActivities.doc

Suggested PGCE activities that accompany this Think Piece on the topic of geography and happiness.

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Geography and Happiness: Suggested PGCE Activities

www.geography.org.uk/download/GA_PRGTIPScoffhamActivities.pdf

Suggested PGCE activities that accompany this Think Piece on the topic of geography and happiness.

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Geography and the Student

www.geography.org.uk/journals/journals.asp?articleID=47

An abstract idea generally finds a better reception if the intended recipient can readily identify with the idea. In teaching, the objective is to achieve inclusive understanding for all class members. Three different teaching strategies serve to involve the student directly in the subject, beginning with the very local self, moving from the self to the family, then observing how others create and use local geographies. Four approaches are used to emphasise map-making in particular and a written analysis in general, and serve to introduce space awareness for the self and actual spatial relationships illuminating spatial rationality.

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Geography Champions: inspiring and supporting teachers

www.geography.org.uk/download/GA_Conf09LP5PPT.ppt

This presentation formed part of Lecture Plus 5 at the 2009 GA Annual Conference: Hear how different champions have enthused their local schools to understand geography, see the outcomes and discuss the activities. This will be followed by informal discussion and a reception to toast the success of the current champions.

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Geography for Weekenders

www.geography.org.uk/download/GA_PRGTEConf08Jones.doc

This word document accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Mark presented a post-modernist perspective on Bristol's city centre suggesting different perspectives through which to view the city such as 'city as consumption', 'city as surveillance' and 'city as defensible space'.

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Geography from Square One

www.geography.org.uk/download/GA_EYPGeogFromSq1Poster.pdf

A PDF download of the Geography from Square One poster which includes seven activities to help non-specialists bring geography into the primary classroom.

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Geography of Sport

www.geography.org.uk/download/GA_PRGTEConf08Chubb.ppt

Steve shared his research findings which show an increasing recognition in schools of the value of using sport as way of engaging pupils in geography at KS3.

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Geography Spring 2009

www.geography.org.uk/journals/journals.asp?issueID=44

The Spring 2009 issue of Geography, the academic journal of the Geographical Association.

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Geography Summer 2008

www.geography.org.uk/journals/journals.asp?issueID=37

The Summer 2008 issue of Geography, the academic journal of the Geographical Association.

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Geography Teacher Education - A Different View

www.geography.org.uk/download/GA_ADVGTE.pdf

Further information about how A Different View can be used with trainee geography teachers.

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Geography teachers' conceptions of knowledge

www.geography.org.uk/journals/journals.asp?articleID=942

This article reports on an ongoing research project into teachers' conceptions of knowledge.

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Geography: A different view: a manifesto by the GA - a powerful tool for reaffirming geography’s potential in the curriculum or another sexy gimmick by the GA?

www.geography.org.uk/download/GA_GTE2010Moss.ppt

This presentation was given at the 2010 GTE Conference.

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Geography’s Big Ideas – what do they involve?

www.geography.org.uk/download/GA_PRGTIPTaylorResource1.doc

Second order concepts are valuable when medium and long term planning because they can help us shape sets of content into rigorous geography. Over the medium term, a big idea can be used to drive an enquiry sequence, governed by an enquiry question and resulting in a substantial outcome activity which answers the enquiry question. These materials develop this thinking further and give examples of how a focus on a different second order concept will lead to a different 'pathway' through a geographical topic.

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Getting Started as a Non-Specialist Geography Subject Leader

www.geography.org.uk/download/GA_EYPSubjectLeadersGettingStarted.pdf

A staged plan for taking over geography and getting a feel for what's going on in the subject: Phase 1 - Fact Finding; Phase 2 - Making Plans; Phase 3 - Making Changes; Phase 4 - Evaluating and Reviewing

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Giong Mobile

www.geography.org.uk/download/GA_GTE2010Jones.ppt

This presentation was given at the 2010 GTE Conference.

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GIS and Place

www.geography.org.uk/download/GA_GTE09Fargher.ppt

Part of Mary Fargher's session at the GTE Conference 2009 entitled 'Overview of PhD research on GIS and teaching and learning about place in schools'.

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GTIP

www.geography.org.uk/download/GA_GTE09RobertsUpdate.ppt

Part of Margaret Roberts' session at the GTE Conference 2009 entitled 'GTIP'.

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GTIP Bibliography - Teaching Geography

www.geography.org.uk/download/GA_PRGTIPBibTG2.pdf

List of articles from Teaching Geography, useful for students and tutors on PGCE courses.

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GTIP Bibliography – Journals focusing on Education

www.geography.org.uk/download/GA_PRGTIPBibEd.pdf

List of journal articles focusing on education, useful for students and tutors on PGCE courses.

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GTIP Bibliography – Journals focusing on Geography

www.geography.org.uk/download/GA_PRGTIPBibG.pdf

List of journal articles focusing on geography, particularly useful for students and tutors on PGCE courses.

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GTIP Bibliography Journals focusing on Geography and Environmental Education

www.geography.org.uk/download/GA_PRGTIPBibGEE.pdf

List of journal articles focusing on geography and environmental education, useful for students and tutors on PGCE courses.

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GTIP Bibliography: International Research in Geographical and Environmental Education

www.geography.org.uk/download/GA_PRGTIPBibIRGEE.pdf

List of journal articles from International Research in Geographical and Environmental Education useful for students and tutors on PGCE courses.

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GTIP Bibliography: Journals focusing on Teacher Education and Pedagogy in HE

www.geography.org.uk/download/GA_PRGTIPBibTEd.pdf

List of journal articles focusing on teacher education, useful for tutors on PGCE courses.

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GTIP Think Piece on Every Child Matters: ECM learning outcomes: the potential contribution of geographical education

www.geography.org.uk/download/GA_PRGTIPKellyActivity3.doc

This activity, which includes a table to complete, asks student to relate learning outcomes in geography (knowledge, understanding and skills) to ECM outcomes.

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GTIP Think Piece on Every Child Matters: ECM learning outcomes: the potential contribution of geographical education

www.geography.org.uk/download/GA_PRGTIPKellyActivity3.pdf

This activity, which includes a table to complete, asks student to relate learning outcomes in geography (knowledge, understanding and skills) to ECM outcomes.

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GTIP Think Piece on Every Child Matters: ECM outcomes and geography

www.geography.org.uk/download/GA_PRGTIPKellyActivity1.doc

This activity, which includes a table to complete, asks students to reflect on the different outcomes of ECM, to consider their relevance to teachers of geography and to rank them in terms of relevance.

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GTIP Think Piece on Every Child Matters: ECM outcomes and geography

www.geography.org.uk/download/GA_PRGTIPKellyActivity1.pdf

This activity, which includes a table to complete, asks students to reflect on the different outcomes of ECM, to consider their relevance to teachers of geography and to rank them in terms of relevance.

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GTIP Think Piece on Every Child Matters: Potential impacts on the education system implied by ECM

www.geography.org.uk/download/GA_PRGTIPKellyActivity2.doc

This activity consists of questions for students to discuss to help them reflect on the relationship between ECM and geography in the curriculum, the QTS standards and its implications for the wider workforce.

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GTIP Think Piece on Every Child Matters: Potential impacts on the education system implied by ECM

www.geography.org.uk/download/GA_PRGTIPKellyActivity2.pdf

This activity consists of questions for students to discuss to help them reflect on the relationship between ECM and geography in the curriculum, the QTS standards and its implications for the wider workforce.

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GTIP Think Piece on Every Child Matters: The contribution of geographical education to the five outcomes of ECM

www.geography.org.uk/download/GA_PRGTIPKellyActivity4.doc

This activity, which includes five tables to complete, is designed to encourage students to reflect upon geographical education's contribution to each of the five outcomes in more detail. It is important that the students do not feel they have to 'tick all the boxes' with this activity but are able to identify where geography can make a significant contribution. It is also useful to consider the relationship between content and process in achieving these more specific outcomes.

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GTIP Think Piece on Every Child Matters: The contribution of geographical education to the five outcomes of ECM

www.geography.org.uk/download/GA_PRGTIPKellyActivity4.pdf

This activity, which includes five tables to complete, is designed to encourage students to reflect upon geographical education's contribution to each of the five outcomes in more detail. It is important that the students do not feel they have to 'tick all the boxes' with this activity but are able to identify where geography can make a significant contribution. It is also useful to consider the relationship between content and process in achieving these more specific outcomes.

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GTIP Think Piece on Fantastic Geographies: Suggestions for a PGCE Session

www.geography.org.uk/download/GA_PRGTIPFantastic.doc

An outline of a university-based session for beginning teachers, the aim of which is to explore the potential impact of new academic geographies on the secondary curriculum.

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GTIP Think Piece on Gifted and Talented: Suggested PGCE activities

www.geography.org.uk/download/GA_PRGTIPFerrettiActivities.doc

These activities could be used within one half-day session. The objectives are to become more aware about government policies and initiatives which have focused on gifted and talented pupils, and to develop an understanding of some of the issues surrounding identification and provision for gifted and talented pupils.

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Handbook for the inspection of initial teacher training for the award of Qualified Teacher Status 2005–2011

www.geography.org.uk/download/GA_PRGTIPOfstedHandbook.pdf

Handbook for the inspection of initial teacher training for the award of Qualified Teacher Status 2005–2011

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Heading in the right direction

www.geography.org.uk/journals/journals.asp?articleID=654

Update on the successful and prestigious Primary Geography Quality Mark.

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High school geography in the 2009 Japanese National Curriculum: Reflections on Japanese Social Studies education history

www.geography.org.uk/download/GA_GTE2010Shimura.ppt

This presentation was given at the 2010 GTE Conference.

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How new is the new KS3 geography curriculum?

www.geography.org.uk/download/GA_GTE09Norman.ppt

This paper was given at the 2009 GTE Conference during Mel's session 'How new is the new KS3 geography curriculum?'.

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How can PGCE tutors get their students involved in the Geographical Association?

www.geography.org.uk/download/GA_GTE09RobertsIntro.ppt

Part of Margaret Roberts' session at the GTE Conference 2009 entitled 'How can PGCE tutors get their students involved in the Geographical Association?'.

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How can PGCE tutors get their students involved in the Geographical Association?

www.geography.org.uk/download/GA_GTE09Roberts.pdf

Part of Margaret Roberts' session at the GTE Conference 2009 entitled 'How can PGCE tutors get their students involved in the Geographical Association?'.

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How can the Peak District be re-presented as a place?

www.geography.org.uk/download/GA_GTE09Moss.ppt

Part of Debbie Moss's session at the GTE Conference 2009 entitled 'How can the Peak District be represented as a Place? Cross-Curricular Fieldwork in Geography and English'.

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How to mentor beginner teachers

www.geography.org.uk/journals/journals.asp?articleID=1003

Gemma Bott is an Associate University Mentor for PGCE students. She describes some of the challenges of the role and offers advice from her own experiences.

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Ideas for exploring controversial issues in PGCE geography

www.geography.org.uk/download/GA_PRGTIPHopwoodActivities.doc

Linked to a Think Piece on values and controversial issues in teaching. This document contains suggested PGCE activities.

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iGuess: Integrating GIS use in education in several subjects

www.geography.org.uk/download/GA_GTE2010Zwartjes.ppt

This presentation was given at the 2010 GTE Conference.

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Illustrating pupils’ views on ESD in geography

www.geography.org.uk/download/GA_PRGTIPHopwoodESDPupilsViews.doc

Linked to a Think Piece on pupils' perspectives of ESD. This document illustrates the ways in which some pupils think about ESD in relation to geography lessons. It draws on findings from a classroom-based study of Year 9 pupils' conceptions and experiences of school geography.

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Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers

www.geography.org.uk/download/GA_GTE09MossHolocaust.ppt

Part of Debbie Moss's session at the GTE Conference 2009 entitled 'Imperial War Museum Fellowship in Holocaust Education: potential contribution of Geographers'.

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Implementing Education for Active Citizenship and Sustainability

www.geography.org.uk/journals/journals.asp?articleID=39

Educators from universities in Portugal, UK, Spain (Balearic Islands) and Finland have set up an EU project ‘Training European Teachers for Sustainable Development and Intercultural Sensitivity’. Its main objective is to foster professional development of European teachers in implementing and integrating the core themes in school practices to meet student needs. This article is based on questionnaire and interview data collected from teachers participating in an in-service training course in Palm. This article highlights the main findings and suggests possible further efforts.

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Improving the quality of education: Kenya's next challenge

www.geography.org.uk/journals/journals.asp?articleID=1053

Kenya is experiencing a rapid increase in primary school enrolments following the introduction of free primary education in 2003. This has impacted on the quality of education received by children, and the levels of achievement in state schools. This article explores the educational pressures on a primary school in rural western Kenya and the views of its teachers concerning the quality of the educational experience they provide. Absenteeism, overcrowding, poor school infrastructure and a plethora of local languages all affect pupil progress, which in turn impacts on the perception of the quality and value of education among the rural population. As well as increased funding for education, improvements in initial teacher training and in-service training (INSET) are needed to raise the reputation of the profession to attract new and more able teachers.

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In Defence of the ‘New Agenda’

www.geography.org.uk/journals/journals.asp?articleID=76

A recent debate critiquing changes to school geography in England and Wales has identified a ‘New Agenda’ characterised by the development of values and attitudes education. This article presents a case for seeing the ‘New Agenda’ as nothing more than one of many changes that the subject has gone through over the last 30 to 40 years. It shows that there has been constant change in the approaches and content of A-level Geography and that this reflects the dynamic nature of the subject. A case is then presented for why values and attitudes should occupy a central place in our subject and, finally, the positive contribution of the ‘New Agenda’ is considered in the context of the new Pilot Hybrid GCSE.

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In My File

www.geography.org.uk/download/GA_EYPSubjectLeadersInMyFile.pdf

A handy list outlining the contents of a primary geography co-ordinator's file.

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Incorporating ESD in the new key stage 3

www.geography.org.uk/journals/journals.asp?articleID=490

This article reports on the use of ESD and action research as a strategy for departmental development. Teaching Geography Summer 2008.

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Incorporating the ‘cultural turn’ into geographies of mobility

www.geography.org.uk/download/GA_GTE09Rawding.ppt

This presentation was given at the 2009 GTE Conference during Charles' session 'Incorporating the cultural turn into geographies of mobilities'.

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Increasing the Effectiveness of ‘Audience-centred’ Teaching in Geography

www.geography.org.uk/download/GA_PRGTIPIRGEEButt.pdf

This paper was originally published in International Research in Geographical and Environmental Education. 'Audience-centred' teaching seeks to involve children in writing to, or for, audiences different from the ones they would normally encounter in the geography classroom. The aim of this research was to explore the ways in which such teaching could be made more successful in terms of the quality of writing eventually produced by students.

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Influencing the Research and Policy Agenda in Geography Education

www.geography.org.uk/download/GA_PRGTIPGTE07Butt.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Graham spoke about the importance of quality research in geographical education. If we want our research to inform policy then it would be an advantage to collaborate, decide on priorities and to develop an action plan.

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Investigating Geography

www.geography.org.uk/download/GA_Conf09MargaretRoberts1704.ppt

This presentation formed part of the Presidential Lecture at the 2009 GA Annual Conference: The Presidential Lecture will focus on three questions which are of concern to us as geography educators. What kinds of questions frame the discipline of geography? How can children and young people develop geographical understanding through enquiry? What is going on in geography classrooms and how can investigate and make sense of it?

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Is this big enough? Using big geographical questions to develop subject pedagogy

www.geography.org.uk/journals/journals.asp?articleID=783

Using big geographical questions make for a more coherent geography curriculum. They root geography in the principle of enquiry and offer a method of examining geographical topics from key stage 3 through to degree level, at local, regional, national and global scales. They can be used toaid planning, as a teaching strategy or to develop a more enquiring dimension to learning geography.

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ITT Exchange to Poland

www.geography.org.uk/download/GA_PRGTEConf08Gadsby.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Helen presented an overview of the experiences gained through using the international dimension to promote active and reflective learning for both staff and students.

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Japanese curriculum reflections

www.geography.org.uk/journals/journals.asp?articleID=592

This article provides a view on how changes in the geography curriculum in the UK are reflected in and compare with the revised curriculum in Japan.

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Keeping Butler on the Beach: Embedding Tourism in Modernity

www.geography.org.uk/download/GA_PRGTIPGTE07Rawding.doc

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Charles discussed the blurring of distinctions between tourism and leisure activities. He illustrated his presentation with case studies of literary and television tourism.

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Keeping up to date with subject knowledge

www.geography.org.uk/download/GA_Conf12RawdingL15.ppt

GA Annual Conference 2012. This lecture will investigate how geography departments can ensure that their curriculum remains relevant and topical and stays in touch with developments in academic geography.

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Knowledge Bases for Effective Teaching: A case study of one beginning teacher's development as a teacher of primary geography

www.geography.org.uk/download/GA_EYPPRRActionResearch6Martin.pdf

This paper identifies student teachers' conceptions and values about geography, explores the impact of student teachers' conceptions and values on their development as teachers of primary geography and considers the impact of the findings for ITE course design and implementation.

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Leading a staff meeting

www.geography.org.uk/download/GA_EYPSubectLeadersMeeting.pdf

Tips to help primary geography subject co-ordinators lead a successful staff meeting.

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Learning through Enquiry: Making sense of geography in the key stage 3 classroom

www.geography.org.uk/shop/shop_detail.asp?ID=388

Learning through Enquiry, with its many interesting and innovative ideas, provides stimulus and support for teachers to develop enquiry at key stage 3. The book offers more than 50 examples, all tried and tested in the classroom.

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Long term plan - primary geography

www.geography.org.uk/download/GA_EYPSubectLeadersLongTermPlan.pdf

This plan for delivering geography from Year 3 to 6 includes environmentally themed days as additional enrichment. A summary of the work (including units on weather, settlements, journeys, distant places, the school environment, rivers, the local region, water and mountain environments), shows continuity and progression and main links to other curriculum units.

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Making Connections: Working with Subject Knowledge

www.geography.org.uk/download/GA_PRGTEConf08Brooks.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Clare shared her research findings on teachers' subject knowledge, making bridges between her research and what is needed in relation to curriculum planning. She suggested how it could be possible to psychologise the subject rather than merely receive it.

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Mapping Everyday Geographies

www.geography.org.uk/download/GA_CPDPlaceMappingEverydayGeogs.ppt

This PowerPoint shows an activity in which primary teachers undertook their own Mywalks and made their own Messy Maps in preparation for doing the same activities with their pupils.

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Meeting Special Educational Needs in the Curriculum: Geography

www.geography.org.uk/shop/shop_detail.asp?ID=486

This book/CD combines Special Educational Needs expertise with knowledge of the issues specific to geography teaching to produce practical and immediate support for geography teachers.

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Meeting the Needs of Your Most Able Pupils: Geography

www.geography.org.uk/shop/shop_detail.asp?ID=557

This book provides specific guidance on recognising high ability, differentiation, homework, assessment and activities beyond the classroom.

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Model Risk Assessment

www.geography.org.uk/download/GA_EYPSubjectLeadersRiskAssessment.doc

A sample risk assessment for a primary fieldtrip. Taken from the Geography Subject Leaders area.

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Moulsecoomb school grounds photo set

www.geography.org.uk/download/PG_Autumn_09_Inkpen_photo_set.zip

Eleven photos of Moulsecoomb Primary School grounds, including the geology trail.

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My UK map

www.geography.org.uk/journals/journals.asp?articleID=601

A small-scale research project to develop UK place knowledge with geography PGCE students

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New GCSEs and Controlled Assessments

www.geography.org.uk/download/GA_PRGTEConf08Weeden.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Paul presented an update on the development of Controlled Assessments, identifying how the level of control teachers might have (High - Medium - Low) could be applied to different aspects of the task: setting, taking and marking. Classroom examples were provided by Fred Martin.

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Notes from Presidential Lecture: GA Annual Conference 2009

www.geography.org.uk/download/GA_Conf09MargaretRobertsNotes.pdf

Notes from Margaret Roberts' Presidential Lecture at the 2009 GA Annual Conference: The Presidential Lecture will focus on three questions which are of concern to us as geography educators. What kinds of questions frame the discipline of geography? How can children and young people develop geographical understanding through enquiry? What is going on in geography classrooms and how can investigate and make sense of it?

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NQT 2.0(Online) support networks for new geography teachers

www.geography.org.uk/download/GA_GTE2010Parkinson.ppt

This presentation was given at the 2010 GTE Conference.

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NQT Survival Kit Spider Diagram

www.geography.org.uk/download/GA_Conf11Whiting.jpg

Quick ideas for NQT geography teachers.

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Paradigms of geography and their influence on school geography

www.geography.org.uk/download/GA_PRGTIPDigbyResourceSheet1.pdf

This sheet provides a brief outline of some of the shifts in academic geography and how they have influenced school geography.

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PCGE student quotes about effective geography teachers

www.geography.org.uk/download/GA_GTE09Bermingham.pdf

Part of Sue Bermingham's session at the 2009 GTE Conference entitled 'Developing trainee teachers' awareness of personal geographies'.

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Pedagogies: Three types of teachings

www.geography.org.uk/download/GA_PRGTIPDigbyResourceSheet2.pdf

Teachers tend to plan the Geography curriculum in one of three ways that tended to be discrete and rarely overlapped. These were; by content; using a framework and enquiry-based. This sheet compares these three pedagogies.

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Personal Digital Assistants (PDAs): The benefits, challenges and creative possibilities encountered by geography trainee teachers

www.geography.org.uk/download/GA_GeogEdVol3I2A2.pdf

GeogEd article about a small-scale study that examines the extent to which secondary school geography trainee teachers made use of PDA during their PGCE course.

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Personal Digital Assistants (PDAs): The benefits, challenges and creative possibilities encountered by geography trainee teachers (with reviewer comments)

www.geography.org.uk/download/GA_GeogEdVol3I2A2C.pdf

GeogEd article (with comments added by article reviewer) about a small-scale study that examines the extent to which secondary school geography trainee teachers made use of PDA during their PGCE course.

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Personal Geographies

www.geography.org.uk/download/GA_GTE09Bermingham.ppt

This presentation was given at the 2009 GTE Conference during Sue's session 'Developing trainee teachers awareness of personal geographies'.

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PGCE Secondary Programmes: Awarding Ofsted Attainment Grades

www.geography.org.uk/download/GA_GTE2010Ellis.ppt

This presentation was given at the 2010 GTE Conference.

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PGCE Geography England Employment (07/08) & Recruitment (08/09)

www.geography.org.uk/download/GA_GTE09Norman.pdf

These statistics were shared at the 2009 GTE Conference during Mel's update on the Teacher Education Working Group.

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Places People Want? PowerPoint Presentation for GTE Conference

www.geography.org.uk/download/GA_PRGTEConf08Willson.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Angus argued the need for a more critical use of multimedia resources in relation to the settlement study. Through 'unsettling settlement' using a new DVD on sustainable communities, he explored how we can introduce and involve young people in developing a critical perspective on what makes a sustainable community.

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Planning a rainforests enquiry sequence: PGCE Activity

www.geography.org.uk/download/GA_PRGTIPTaylorActivity2.doc

In this activity for PGCE students, participants focus on selecting and sequencing activities to develop skills in constructing a rigorous and engaging enquiry sequence, designed around a set enquiry question and big idea.

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Planning and Developing the Curriculum: PGCE Activities 1

www.geography.org.uk/download/GA_PRGTIPRawlingActivities1.doc

These activities accompany a Think Piece about Planning and Developing the Curriculum. Eleanor Rawling provides an introduction to the key issues and offers practical guidance for PGCE students. Suggested templates and approaches are provided for critical consideration.

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Planning and Developing the Curriculum: PGCE Activities 1

www.geography.org.uk/download/GA_PRGTIPRawlingActivities1PDF.pdf

These activities accompany a Think Piece about Planning and Developing the Curriculum. Eleanor Rawling provides an introduction to the key issues and offers practical guidance for PGCE students. Suggested templates and approaches are provided for critical consideration.

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Planning and Developing the Curriculum: PGCE Activities 2

www.geography.org.uk/download/GA_PRGTIPRawlingActivities2.doc

These activities accompany a Think Piece about Planning and Developing the Curriculum. Eleanor Rawling provides an introduction to the key issues and offers practical guidance for PGCE students. Suggested templates and approaches are provided for critical consideration.

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Planning and Developing the Curriculum: PGCE Activities 2

www.geography.org.uk/download/GA_PRGTIPRawlingActivities2PDF.pdf

These activities accompany a Think Piece about Planning and Developing the Curriculum. Eleanor Rawling provides an introduction to the key issues and offers practical guidance for PGCE students. Suggested templates and approaches are provided for critical consideration.

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Planning your key stage 3 geography curriculum

www.geography.org.uk/shop/shop_detail.asp?ID=556

This book is designed to help plan a creative ks3 geography curriculum that is right for you and your students while still meeting the national requirements.

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Popular Culture and Geography Education

www.geography.org.uk/download/GA_PRGTIPIRGEEMorgan.pdf

This paper was originally published in International Research in Geographical and Environmental Education. According to a range of commentators, school life is becoming increasingly marginal to how young people inform, present and position themselves as social actors. The paper considers the potential of recent work in cultural geography to develop a geography education that engages with popular culture, and goes on to discuss the type of pedagogy that might be suited to such a task.

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Primary Geographer Autumn 2009

www.geography.org.uk/journals/journals.asp?issueID=51

The Autumn 2009 issue of Primary Geographer

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Primary Geography Handbook – revised and updated!

www.geography.org.uk/shop/shop_detail.asp?ID=653

The Primary Geography Handbook has undergone a major revision. We’ve included references to the latest government directives, added details of new research, updated the sections on ICT, changed many of the photographs and listed the latest websites and resources. We believe this new edition will ensure that the Primary Geography Handbook continues to exemplify good practice and serve as a source of inspiration for practitioners young and old for years to come.

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Primary Project Box

www.geography.org.uk/shop/shop_detail.asp?ID=553

Written by teachers for teachers, the Primary Project Box contains five themed teaching units in booklet form, each with its own multimedia CD and web pages on the Subject Association website. The theme, 'Our School/Our World', develops subject knowledge within the coherence of children's experience.

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Primary Project Box - Unit 1: Our Classroom and our school

www.geography.org.uk/shop/shop_detail.asp?ID=628

In Our Classroom and our school you will find activities which use the children immediate and present environment to set the scene for the whole box, working outwards into the wider and future world.

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Primary Project Box - Unit 2: Inside outside

www.geography.org.uk/shop/shop_detail.asp?ID=629

Our school – there’s lots to find out about the people who work here now, who use to study here, and the physical environment we work in everyday. In Inside outsidethe subject areas are linked in activities which help us discover more about our immediate world.

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Primary Project Box – Teaching out of the box: CPD guidance

www.geography.org.uk/shop/shop_detail.asp?ID=633

Teaching out of the box links cross-curricular working into the main initiatives current in primary schools, provides guidance and resources for CPD activities, and detailed information on using ICT and D&T across the curriculum.

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Primary Student Teachers as Learners and Teachers of History, Geography and Science

www.geography.org.uk/download/GA_Conf10Pike.ppt

This presentation formed part of a Research Paper session at the 2010 GA Annual Conference: This paper presents the results of a longitudinal study of Bachelor of Education students between 2004 and 2008 carried out by members of the Irish Association for Social, Scientific and Environmental Education (IASSEE). IASSEE provides a forum for initial teacher educators in Northern Ireland (NI) and the Republic of Ireland (RoI) to share their ideas in history, geography and science education. Amongst the aims of the Association is the improvement of the teaching of history, geography and science education in initial teacher education (ITE).

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Primary Student Teachers' World Map Knowledge

www.geography.org.uk/download/GA_EYPPRRActionResearch6Catling2.pdf

There has been limited research in the England and elsewhere into primary student teachers' world map locational knowledge, though several studies have examined college students' and adults' knowledge. The purpose of this study was to consider whether primary student teachers were any less or better informed than previous research indicated.

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Professional Support and CPD - A Different View

www.geography.org.uk/download/GA_ADVProfessionalSupport.pdf

How the GA supports geography teachers and their continuing professional development.

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Professional Updating (How do ITE tutors keep up to date)

www.geography.org.uk/download/GA_GTE09Lenton.ppt

Part of Teresa Lenton's session at the GTE Conference 2009 entitled 'Professional updating: sharing best practice'.

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Progression in geographical understanding

www.geography.org.uk/download/GA_PRGTIPIRGEEBennetts.pdf

This paper was originally in the journal International Research in Geographical and Environmental Education. The concept of progression is applicable to how students' geographical understanding can advance over a period of time, and how courses can be designed to facilitate such advances.

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Pupils on the Move

www.geography.org.uk/download/GA_Conf09TTPuddephatt.ppt

This presentation formed part of a Teacher-to-Teacher session on kinaesthetic learning at the 2009 GA Annual Conference.

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Pupils’ Conceptions of Geography: Towards an Improved Understanding

www.geography.org.uk/download/GA_PRGTIPIRGEEHopwood.pdf

This paper was originally published in International Research in Geographical and Environmental Education. This paper explores both substantive and methodological issues relating to research investigating Year 9 (age 13–14) pupils' conceptions of geography in one English comprehensive school.

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Quality of teaching and learning grid

www.geography.org.uk/download/Selmes_Figure 1.pdf

A developmental tool for lesson/peer observation and analysis (members only)

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Real world learning through geographical fieldwork

www.geography.org.uk/download/GA_SECHDBKChapter6.pdf

Chapter 6 of the Secondary Geography Handbook. David Caton looks at a variety of approaches to fieldwork, including traditional field research, enquiry fieldwork, alongside newer approaches such as sensory and discovery fieldwork, trails and expeditions, and fieldwork for sustainable development. Caton argues that such qualitative approaches can provide a complement to quantitative methods, help to develop conceptual understanding and result in a richer, more varied educational experience. Only GA members can download this chapter.

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Reconstructing the rural: contemporary approaches to the British countryside

www.geography.org.uk/download/GA_GTE2010Rawding.ppt

This presentation was given at the 2010 GTE Conference

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Reflections on the Ofsted Years

www.geography.org.uk/download/GA_PRGTIPGTE07Tapsfield.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' Conference in 2007. Andrea reflected on changes to the inspection process and to Initial Teacher Education geography courses which had taken place during her years as an Inspector.

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Researching Enjoyable Geography?

www.geography.org.uk/download/GA_Conf09W35PPT.ppt

This presentation formed part of Workshop 35 at the 2009 GA Annual Conference: Two NQTS share their experiences of action research using pupil voice on 'global development what's it got to do with me?' and 'What do year nine pupils enjoy about the subject of Geography?'. You will have the chance to consider the findings and discuss possibilities for your own action research.

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Residential Fieldwork: Mutual Benefits within an ITT Partnership

www.geography.org.uk/download/GA_GTE2010WeedenButt.ppt

This presentation was given at the 2010 GTE Conference.

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Resources for teachers on action research / professional enquiry

www.geography.org.uk/download/GA_GTE09Leat.ppt

Part of David Leat's session at the GTE Conference 2009 entitled 'GA Resources on Teacher Action Research'.

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Review 1: Personal Digital Assistants (PDAs) and trainee teachers

www.geography.org.uk/download/GA_GeogEdVol3I2A2R1.pdf

Review of a GeogEd article on a small-scale study that examines the extent to which secondary school geography trainee teachers made use of PDA during their PGCE course.

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Review 2: Personal Digital Assistants (PDAs) and trainee teachers

www.geography.org.uk/download/GA_GeogEdVol3I2A2R2.pdf

Review of a GeogEd article on a small-scale study that examines the extent to which secondary school geography trainee teachers made use of PDA during their PGCE course.

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Review One: A Questionnaire Survey: Teaching about Sustainable Development in School Geography

www.geography.org.uk/download/GA_GeogEdVol3I1A2R1.pdf

A review of Maggie Smith's GeogEd paper 'A Questionnaire Survey: Teaching about Sustainable Development in School Geography'.

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Review One: Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding

www.geography.org.uk/download/GA_GeogEdVol3I1A1R1.pdf

A review of Rob Rosenthal and Louise Lee's GeogEd paper 'Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding'

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Review Two: A Questionnaire Survey: Teaching about Sustainable Development in School Geography

www.geography.org.uk/download/GA_GeogEdVol3I1A2R2.pdf

A review of Maggie Smith's GeogEd paper 'A Questionnaire Survey: Teaching about Sustainable Development in School Geography'.

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Review Two: Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding

www.geography.org.uk/download/GA_GeogEdVol3I1A1R2.pdf

A review of Rob Rosenthal and Louise Lee's GeogEd paper 'Fieldwork in the Far, Far Away: Exotic Experiences and Geographical Understanding'

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Reviews

www.geography.org.uk/journals/journals.asp?articleID=1048

Reviews of new geography resources

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River Ouse Catchment Map

www.geography.org.uk/download/GA_Uckfield_catchment_map.JPG

Map of the catchment area of the River Ouse, taken from the the Uckfield case study in the Managing Flood Risk project area.

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School-based assessment of fieldwork in Hong Kong: dilemmas and challenges

www.geography.org.uk/journals/journals.asp?articleID=1054

School-based assessment of fieldwork has been introduced into public examinations in geography in many countries. School-based assessment (SBA), as the name suggests, is the assessment fieldwork within the institution (school or college) the work is undertaken. According to government assessment agencies, their aim in introducing SBA in public examinations is to create a positive backwash effect on geography teaching, as well as to enhance the validity and reliability of fieldwork assessment. This article explores how the standardisation of fieldwork approaches and assessment criteria can impact upon students' real-world experience and appreciation of work outside the classroom. It highlights the potential repercussions of introducing SBA of fieldwork into the Hong Kong Diploma of Secondary Education (HKDSE) examination. The findings of the research reported here suggest that the benefits of SBA of fieldwork may only be gradually realised, with the development of a school-based curriculum and assessment culture.

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Secondary Geography Handbook (book only)

www.geography.org.uk/shop/shop_detail.asp?ID=506

This is a core book for all teachers of secondary geography.

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Secondary Geography Handbook and CD-Rom

www.geography.org.uk/shop/shop_detail.asp?ID=507

This is a core book for all teachers of secondary geography.

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Shopping: Some Options from an Expert

www.geography.org.uk/download/GA_PRGTEConf08Rawding.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Charles emphasised the dynamic nature of shopping's location and operation through notions of geographies of consumption - presenting shopping (like tourism) as one branch of consumption embedded in modernity.

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Signposts

www.geography.org.uk/journals/journals.asp?articleID=702

Pointers to current exciting resources in the world of primary geography.

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Signposts

www.geography.org.uk/journals/journals.asp?articleID=738

Signposts points you to the ways that the GA is supporting primary teachers in their planning and resourcing of the curriculum and in their CPD.

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Student Teachers' Perceptions of Geographical Enquiry

www.geography.org.uk/download/GA_EYPPRRActionResearch6Halocha.pdf

An investigation into student teachers' level of understanding of geographical enquiry in order to make some assessment of the effectiveness of the geography modules taught in the 3-year programme. It was considered important to investigate how the students understood, defined and explained the nature of geographical enquiry.

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Student teachers' understanding of locality

www.geography.org.uk/download/GA_EYPPRRActionResearch3Halocha.pdf

Research paper. The development of student teachers' understanding of locality in order to complete curriculum requirements.

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Subject Audit - primary geography

www.geography.org.uk/download/GA_EYPSubjectLeadersSubjectAudit.doc

This audit sheet enables you to evaluate your colleagues' perceptions, experiences and awareness of geography.

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Subjects to Change - a critical overview of the curriculum

www.geography.org.uk/download/GA_PRGTEConf08Lambert.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Here, David provided a critical overview of the curriculum, identifying three essential contributions to curriculum making: students, teachers and the subject. He suggested 'Living Geography' and 'Young People's Geographies' as useful to the critical debate with young people about how to live.

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Suggested Activities for a PGCE Session on the Use of Games in Geography

www.geography.org.uk/download/GA_PRGTIPTidmarshActivities.doc

This suggested PGCE session about the use of games, such as simulations and role plays, in geography lessons accompanies the Think Piece on the same topic.

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Suggested Activities for a PGCE Session on the Use of Games in Geography

www.geography.org.uk/download/GA_PRGTIPTidmarshActivities.pdf

This suggested PGCE session about the use of games, such as simulations and role plays, in geography lessons accompanies the Think Piece on the same topic.

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Supporting learning and teaching in geography using mobile phones and flipcams

www.geography.org.uk/download/GA_GeogEdVol4I1A1.pdf

In this Geog-Ed article, Mel describes her experiences of using flipcams and iPhones with her PGCE students in order to devise fieldwork activities for secondary pupils.

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Sustaining ESD in geography

www.geography.org.uk/journals/journals.asp?articleID=778

The need to achieve sustainable development is a major concern for contemporary society. Schools, and school geography in particular, have been charged with a responsibility for addressing this need. However, the concept itself is highly contentious and open to a whole variety of interpretations. Furthermore, an inherent tension is apparent in Education for Sustainable Development – between advocacy and education. This article challenges geography teachers to engage with these controversies and tensions.

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Teacher's study visits overseas

www.geography.org.uk/download/GA_Conf11Woodhouse.ppt

GA Annual Conference 2011. Venturing beyond the tourist bubble is both a privilege and a geographers' dream – but how, with limited time and budgets, is that possible? This session will explore opportunities for teachers briefly to enter different worlds, to bring back vivid, first-hand perceptions for teaching. Vignettes from three continents contribute to an experiental workshop!

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Teachers' understandings of geographical concepts

www.geography.org.uk/journals/journals.asp?articleID=999

Oliver Picton reports on reasearch into teachers' understandings of the concept of globalisation and argues for the importance of criticallty examining our understanding of concepts.

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Teaching A Level Geography: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPDigbyPGCESession1.pdf

These activities accompany a Think Piece about teaching A Level geography. Explores some of the issues that face PGCE students in teaching post-16 groups.

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Teaching A Level Geography: PGCE Activities 2

www.geography.org.uk/download/GA_PRGTIPDigbyPGCESession2.pdf

These activities accompany a Think Piece about teaching A Level geography. Explores some of the issues that face PGCE students in teaching post-16 groups.

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Teaching About Climate Change: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPMorganActivities.doc

These activities consider some of the key issues, geographical and educational, related to this controversial topic and suggests ways to get PGCE students to develop informed and critically reflective responses.

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Teaching about Diversity: PGCE Activities

www.geography.org.uk/download/GA_PRGTIPJMorganDiversityActivities.doc

These PGCE activities accompany a Think Piece on Teaching about Diversity.

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Teaching Geography Autumn 2009

www.geography.org.uk/journals/journals.asp?issueID=50

The Autumn 2009 issue of Teaching Geography.

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Teaching Geography Autumn 2012

www.geography.org.uk/journals/journals.asp?issueID=78

The Autumn 2012 issue of Teaching Geography

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Teaching Geography Spring 2011

www.geography.org.uk/journals/journals.asp?issueID=62

As well as investigating sustainability, the Spring 2011 issue contains articles about Gapminder World, a GIS enquiry investigating the Olympic site, big geographical questions, controlled assessment and becoming an Eco-School.

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Teaching Geography Summer 2010

www.geography.org.uk/journals/journals.asp?issueID=56

The Summer 2010 issue of Teaching Geography focuses on young people’s geographies, discussing how students’ personal experiences can help make a geography curriculum which is meaningful to them. Other articles look at extended writing, the sustainability of resource consumption and challenging perceptions of place.

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Teaching Physical Geography: PGCE activities

www.geography.org.uk/download/GA_PRGTIPPhysGeogActivities.doc

Roger Trend identifies some of the key issues surrounding physical geography in the curriculum and suggests some activities for PGCE students.

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Tell it again: breathing life into places

www.geography.org.uk/journals/journals.asp?articleID=960

Ben explains how a group of teachers from the UK and Greece worked together using story re-telling as their focus

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Ten Terrific Tips

www.geography.org.uk/download/GA_EYPTenTerrificTips.pdf

Finding the time and motivation for foundation subjects can be difficult, but geography now really does need a big boost. Download these ten terrific tips to kick-start geography in your school.

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Ten Tips for Effective Subject Co-ordination in the Humanities

www.geography.org.uk/download/GA_PGQMTenTips.pdf

Primary Curriculum Development Leader Wendy North offers ten tips for effective subject leadership at primary level. Taken from the Primary Geography Quality Mark area.

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Textbooks: Everyone's Guilty Pleasure

www.geography.org.uk/download/GA_Conf09W8PPT.ppt

This presentation formed part of Workshop 8 at the 2009 GA Annual Conference: Designed to dispel the myths surrounding the use of textbooks in the classroom, this session explores ways to use published resources innovatively and creatively in the context of busy departments, non-specialist teaching teams and curriculum change. It will also examine ways in which they can facilitate students' investigation of geography.

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Textbooks: Everyone's Guilty Pleasure - Textbook Ten

www.geography.org.uk/download/GA_Conf09W8Handout.doc

This handout was given during Workshop 8 at the 2009 GA Annual Conference: Designed to dispel the myths surrounding the use of textbooks in the classroom, this session explores ways to use published resources innovatively and creatively in the context of busy departments, non-specialist teaching teams and curriculum change. It will also examine ways in which they can facilitate students' investigation of geography.

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Textbooks: Everyone's Guilty Pleasure - Textbook Ten

www.geography.org.uk/download/GA_Conf09W8Handout.pdf

This handout was given during Workshop 8 at the 2009 GA Annual Conference: Designed to dispel the myths surrounding the use of textbooks in the classroom, this session explores ways to use published resources innovatively and creatively in the context of busy departments, non-specialist teaching teams and curriculum change. It will also examine ways in which they can facilitate students' investigation of geography.

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The CPD environment: Perspectives on a changing landscape

www.geography.org.uk/download/GA_PRGTIPGTE07Lambert.doc

This short document accompanied a session at the Geography Teacher Educators' Conference in 2007. It discusses the (then current) state of CPD opportunities available for geography teachers.

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The effects of the 1755 Lisbon earthquake and tsunami on the Algarve region, southern Portugal

www.geography.org.uk/journals/journals.asp?articleID=459

Using a combination of archival information and data collected in the field, this article discusses the devastating effects of the earthquake and tsunami on the economy, society and major settlements in the Algarve; and the recovery of the region in the years that followed. Published in Geography Summer 2008.

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The futures dimension in education

www.geography.org.uk/download/GA_GTE2010Mitchell.ppt

This presentation was given at the 2010 GTE Conference.

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The impact of experiential fieldwork on learning

www.geography.org.uk/download/GA_GTE2010Rosenthal.ppt

This presentation was given at the 2010 GTE Conference.

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The living city: Thirdspace and the contemporary geography curriculum

www.geography.org.uk/journals/journals.asp?articleID=846

With the widening of the national curriculum, geography teachers in secondary schools can now develop their own curricula around a series of 'key concepts'. This article describes how ideas from academic geography can be used to inspire and motivate students in secondary schools. Here, Soja's (1996, 2000) concept of 'Thirdspace' forms the basis of classroom-based activities for year 10 (14-15 years old) students. It focuses on perceptions of urban space which are conveyed through the 'Thirdspace' of illicit drug users in Edinburgh. The article indicates how those concepts and ideological traditions that underlie geography curriculum in schools, including the need to employ the 'grammar' of geography, have helped to inform the classroom-based action research described here. It also argues that introducing approaches such as Thirdspace in school geography may help to overcome the perceived irrelevancy of the subject by students and thus address the decline in the numbers taking geography at GCSE and A-level.

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The Nature of ESD through geography: some thoughts and questions

www.geography.org.uk/journals/journals.asp?articleID=781

Many geography teachers believe, with reason, that their subject is full of opportunities to develop effective education for sustainable development (ESD), enabling students to envision the sort of future they want for themselves and for society. But it is interesting that nature receives scant if any attention in ESD. Drawing on Michael Bonnett’s work on environmental education and nature, this article asks why this is so, and how nature might be brought into ESD through geography.

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The role of practitioner research in geography teacher education

www.geography.org.uk/download/GA_GTE2010Brooks.ppt

This presentation was given at the 2010 GTE Conference.

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The TTRB - from a subject specialist perspective

www.geography.org.uk/download/GA_GTE09LambertIntro.ppt

Part of David Lambert's session at the GTE Conference 2009 entitled 'The TTRB, subject engagement and GTIP'.

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Theory into Practice: Into the Black Box: Observing Classrooms

www.geography.org.uk/shop/shop_detail.asp?ID=20

This book opens up the private world of the teacher in the classroom, examines the dynamics of the classroom and shows novice and experienced teachers how to use the observation of other teachers at work to improve their own classroom techniques.

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Think Piece - Assessment for Learning

www.geography.org.uk/gtip/thinkpieces/assessmentforlearning/

Discusses the purposes of formative assessment, its relationship with other forms of assessment and ways in which geography teachers might promote formative assessment in their classrooms.

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Think Piece on Writing at Masters Level: Geography Specific Masters level PGCE assignments

www.geography.org.uk/download/GA_PRGTIPBrooksAssignments.doc

Part of the GTIP Think Piece on 'Writing at Masters Level' by Clare Brooks. On the PGCE course at the IOE, they have developed three assignments that are marked against the M Level criteria. This document contains a brief description of each assignment which shows how we have tried to design the assignments so that students reflect on theory and practice:

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Think Piece on Writing at Masters Level: M level criteria

www.geography.org.uk/download/GA_PRGTIPBrooksMLevelCriteria.pdf

Part of the GTIP Think Piece on 'Writing at Masters Level' by Clare Brooks. On the IOE PGCE course, they have adapted their existing criteria used for general Masters Degrees. Their desire was to ensure that the Masters Level criteria reflect both the professional work that PGCE students are engaged in and the practice dimension of their work.

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Think Piece on Writing at Masters Level: QAA Code of Practice

www.geography.org.uk/download/GA_PRGTIPBrooksQAACodeOfPractice.pdf

Download available in the GTIP Think Piece on 'Writing at Masters Level' by Clare Brooks. This is the QAA Code of practice for the assurance of academic quality and standards in higher education

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This Changing World: Geography teachers - snapshot of changing supply and demand

www.geography.org.uk/journals/journals.asp?articleID=695

A brief examination of the situation regarding supply and demand of secondary geography teachers in England.

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To Educate or to Train? Reflections on being a PGCE Tutor

www.geography.org.uk/download/GA_GTE09RobertsMain.ppt

This presentation was given at the 2009 GTE Conference during Margaret's session 'Reflections on being a PGCE tutor: Educator or trainer?'.

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To What Extent Can Shared Reflective Practice Aid Geography Teaching?

www.geography.org.uk/download/GA_EYPPRRActionResearch6HMartin.pdf

This piece of research was completed as part of an MA(Ed) degree at University College Chichester. The researcher is a primary practitioner and Geography co-ordinator. The research was undertaken within East Sussex schools, working with a shared practice group of teachers. This 'Leading Geographers' group met throughout the year of research to discuss lessons, share ideas and reflect on their own practice.

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Trainee Teachers: Changing Perspectives on Outdoor Education

www.geography.org.uk/download/GA_PRGTEConf08O'Shaughnessy.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Maureen analysed the value of an outdoor activity weekend in North Wales for both experienced teachers and beginning teachers.

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Trainees today, teachers tomorrow!

www.geography.org.uk/journals/journals.asp?articleID=795

Emma compares students' perceptions of geography as a subject and what geography might look like in the primary classroom at the start of their course to their thoughts as they finish their first year of training

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Transforming Tired Topics

www.geography.org.uk/download/GA_Conf09W29PPT.ppt

This presentation formed part of Workshop 29 at the 2009 GA Annual Conference: Research has shown that there remain a number of topics at GCSE level that teachers find challenging and students suggest are not particularly inspiring. This session offers a range of ideas and opportunities to make these topics more exciting and engaging, transforming that 'tired' topic whilst retaining quality geographical learning.

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Transition from School to HE Handout

www.geography.org.uk/download/GA_PRGTEConf08Dourneen3.pdf

This handout accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Jean shared her own experience of transition from teaching in secondary school to working in Higher Education with beginning teachers. She provided a useful theoretical overview to help analyse key aspects of transition, supported by examples of beginning teachers' work in the classroom.

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Understanding Student Conceptions of Sustainability

www.geography.org.uk/download/GA_PRGTEConf08Walshe.ppt

This PowerPoint accompanied a session at the Geography Teacher Educators' (GTE) Conference in 2008. Nicola shared her research findings based on Year 8 students' conceptions of sustainability. A key method was the use of concept mapping and pupils' understanding in relation to the three concepts of environmental, social and economic sustainability.

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Unequal access: why some young people don't do geography

www.geography.org.uk/journals/journals.asp?articleID=714

The number of students studying geography at GCSE has fallen substantially over the last 13 years. University of Birmingham research reveals that inner city areas with a relatively large proportion of schools with students from ‘deprived’ households are more likely to have lower geography entries, as are comprehensive and secondary modern schools. The growing popularity of vocational qualifications which can improve schools’ performance tables are also increasing the pressure upon geography.

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Using A different view

www.geography.org.uk/download/GA_ADVTrainees.pdf

Advice on how to use the GA's manifesto, A different view, with trainee teachers.

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Using dialogic diaries to explore and develop student understanding

www.geography.org.uk/download/GA_GTE2010Walshe.ppt

This presentation was given at the 2010 GTE Conference.

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Using Geography Textbooks

www.geography.org.uk/download/GA_SECHDBKChapter13.pdf

Chapter 13 from the Secondary Geography Handbook. In this chapter, John Widdowson and David Lambert consider the role of the textbook in the modern geography curriculum. The authors argue that textbooks have a key place in teaching and learning, though this is unlikely to be the same role that they have had in the past. They demonstrate how textbooks can help to model the structure of, and approach to, geographical enquiries for students, thus advancing their geographical enquiry skills. Only GA members can download this chapter